Running head: CURRICULUM MAP

Damaris Gonzalez
PPE 310: Health Literacy For Schools
11.1 Curriculum Map
April 1, 2016

Running head: CURRICULUM MAP

Mini Lesson #1: Sleep Importance

This section below would include a sleep mini lesson.

Running head: CURRICULUM MAP

Mini Lesson #2: Radiation in Arizona and Sun Safety (Health Topic of Choice)

This section below would include a mini lesson on a health topic of my choice.

Running head: CURRICULUM MAP

Mini Lesson #3: Water Pollution (Sustainability)

This section below would include a mini lesson based on sustainability.

Running head: CURRICULUM MAP

Running head: CURRICULUM MAP

Narrative
The following sections were taken from the Isaac School District Curriculum map for 6th
grade Science educators teaching in the 2015-2016 school year. Students in my sixth grade
science periods have varying academic levels and are most engaged and reflective during partner
work and class discussions.
Mini Lesson #1: Sleep
S1C1PO1: Differentiate among a hypothesis, question, and prediction.
To being, the teacher will activate prior knowledge by posting the following question on
the SmartBoard: How can you turn the following question into a hypothesis? Do you think
people who watch sports are better athletes? The teacher will ask the students to Stand Up,
Hand Up, and Pair Up when the music stops. Once the music stops, the teacher will refocus the
students by asking the shortest partner to answer the question first. Students will have a one
minute timer to share and switch. The students will return to their seats where they will then
share how to turn a question into a hypothesis using if, then, because statements. The teacher
will use the topic of sleep importance to reteach students how to create hypotheses and
predictions based on questions. Students will be numbered off into four groups and using the
following graphic organizer and markers, they will brainstorm different questions using the topic
of sleep importance.

Running head: CURRICULUM MAP

Students will begin by independently creating

one question about the importance of sleep and as a
group convert it into a hypothesis using an if, then,
because statement. The teacher will set a snail race
timer on the SmartBoard for five minutes of
independent work. When the timer is up, the teacher
will ask each of the four groups to share their questions and hypotheses to allow students to
model the various thinking processes the students can use. While the students verbally share, the
instructor will write their questions and predictions on the graphic organizer using the
Smartboard. Then, the teacher will provide guided instruction on how to create predictions based
on the four hypotheses the students provided. The teacher will use the sentence stem I think
_____________, because___________ to model prediction statements. The first two prediction
statements will be I do, the third we do, and as an informal formative assessment, the
students will create the final one on their own using their personal white boards. Then each group
will be given one of the following four resources as material to continue creating questions,
hypotheses and predictions on sleep importance. These links will be access on the students
personal chromebook. Students will have 10 minutes to review the information and work with
their groups to finish filling out their graphic organizer.
http://kidshealth.org/en/kids/not-tired.html

Running head: CURRICULUM MAP

http://www.sleepforkids.org/
http://www.timeforkids.com/news/sleep-tight/54321
http://www.nhlbi.nih.gov/health/health-topics/topics/sdd/why

Mini Lesson #2: Radiation in Arizona and Sun Safety (Health Topic of Choice)
S1C1PO1. Evaluate the effects of the following natural hazards:
sandstorm

hurricane

tornado

ultraviolet light

lightning-caused fire

Students will watch the following video to activate prior knowledge on yesterdays lesson about
the ozone layer. The video will also serve as an introduction to radiation.
https://www.youtube.com/watch?v=u9ztDSbSrFI
Teacher will ask students Now that we know how the ozone layer protects us from radiation,
what do you think the radiation is like in Arizona? Students will raise their hands to engage in
the classroom discussion. Students will address the following topics: How do you think this level
of radiation affects humans? How do you think it affects our
skin, our eyes?
The teacher will present a foldable example and ask students to
identify two effects of radiation on skin and eyes and create
two prevention methods.

Running head: CURRICULUM MAP

Students will access class padlet website and click on link provided to research the level of
radiation in Arizona.
Students will work with their shoulder partners to research the effect of radiation on the
following:
-

Skin
Eyes
The purpose of the poster is to inform the audience of two effects radiation has on the
human body and to provide two solutions or prevention method. Students will showcase their
brochures and share their research and tips for prevention and sun safety.
Skin websites
1. http://www.epa.gov/sunwise/kids/kids_actionsteps.html
2. http://www.clean-air-kids.org.uk/ozonehole.html

3.https://www.google.com/search?
q=uv+radiation+on+skin+for+kids&oq=uv+radiation+on+skin+for+kids&aqs=chrome..69i57j0.
5312j0j4&sourceid=chrome&es_sm=119&ie=UTF-8#safe=active&q=uv+radiation+on+skin
Eye Websites:
1. http://www.adventuresbydaddy.com/wp-content/uploads/2013/09/UV-SafetyInfographic_1.jpg
2. http://www.visionmonday.com/CMSImagesContent/2013/9/Huffpo-sunglasses1.jpg

Running head: CURRICULUM MAP

3. http://www.wsj.com/video/why-children-need-uv-protection-for-their-eyes/CA2DFE8B-5FB14D15-AC13-4776621D4507.html
Mini Lesson #3: Water Pollution (Sustainability)
S4C3PO2: Describe how the following environmental conditions affect the quality of life
Water quality
Climate
Population Density
In this introductory activity, students will begin discussion by watching a video called
The Great Pacific Garbage Patch. The 3 minute video is a documentary style video on a garbage
patch of plastic in the middle of the pacific ocean. Students will be using a circle map to write
down interesting facts or thoughts students might have during the video. When the video is over,
the teacher will engage Engage students in critical thinking discussion by asking students to

-Raise your hand if you knew this existed

-Share 2 facts they found interesting with your partner
-Volunteers to share how the video makes you feel about water pollution.
Students will be asked to Stand Up, Hand Up, Pair Up and share two facts about how
water quality impacts humans, animals, and plants. Students will complete this reflective
activity and continue to explore the impacts of water pollution on the quality of life of animals
and ocean plants.

10

Running head: CURRICULUM MAP

11

Running head: CURRICULUM MAP

References
Beare, K. (n.d.). Graphic Organizers. Retrieved April 01, 2016, from
http://esl.about.com/od/writinglessonpla2/ig/Graphic-Organizers/
Foldables/Graphic Organizers. (n.d.). Retrieved April 01, 2016, from
https://www.pinterest.com/pstohrhu/foldablesgraphic-organizers/

Criteria

Exemplary (5)

Proficient (3)

Curriculum
Map/Scope and
Sequence
Integration of
Health Topics

Your Assignment includes:

A cover page that includes the
followingname, the course, the
assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic of
your Choice = Yellow, Healthy
Environment/Sustainability = Green
Integration of the health
components do not detract from the

Your Assignment includes:

A cover page that includes most of the
followingname, the course, the
assignment, the date and an
appropriate Running head in APA
format. Your cover page should
include a page number.
District provided curriculum
map/scope and sequence appropriate
for placement classroom.
Highlighted text, outlining most of
the followingSleep = Blue, Topic of
your Choice = Yellow, Healthy
Environment/Sustainability = Green
Integration of the health components
sometimes detract from the academic
content

Teacher Content
Knowledge
(TCK)
Score: x2

Your C

Running head: CURRICULUM MAP

Instructional
Plans (IP)
SCORE:
x2

academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge.
Specifically, places that logically
fits into the academic content that is
being taught, where you can teach
three separate mini lessons; one
about sun safety, one about sleep,
and one about environmental health.
(TCK-Tap)
References are included where
appropriate
This rubric is attached at the end of
the document
Your word document file name
includes your last name, first name,
assignment #, and your class section
#
There are no writing, grammatical
or spelling errors
Your assignment was placed in your
E-Portfolio under the Healthy
Curriculum Development tab
Curriculum map includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 3, 1 page, double spaced
mini-lessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context and
other pertinent information

Teacher sometimes implements a

variety of subject-specific
instructional strategies to enhance
student content knowledge.
Specifically, places that logically fits
into the academic content that is
being taught, where you can teach
three separate mini lessons; one about
sun safety, one about sleep, and one
about environmental health. (TCKTap).
References are included where but not
on the last page of the document
This rubric is attached but not at the
end of the document
Your word document file name
includes most of the following last
name, first name, assignment #, and
your class section #
There are few writing, grammatical or
spelling errors
Your assignment was placed in your
E-Portfolio however it was placed in
the wrong section
Curriculum map mostly includes: (IP)
o Evidence that assignment is
appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 2 of the 3 following, 1 page,
double spaced mini-lessons in
teacher talk format, one for
sleep, one for sun safety, and
one for environmental health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information